Thesis (M.A.)--Georgia State University, 2008. / Title from title page (Digital Archive@GSU, viewed July 29, 2010) Mary Hocks, committee chair; Marti Singer, George Pullman, committee members. Includes bibliographical references. (p. 65-68)

Thesis (Ph.D.)--Brown University, 2005. / Vita. Thesis advisor: James Patterson. Includes bibliographical references (leaves 273-283). Also available online.

Thesis (M.A.)--San Francisco State University, 2005. / Includes bibliographical references (leaves 98-102). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M. (Communication Pathology))--University of Pretoria, 2006. / Includes bibliographical references.

Thesis (M.A.)--San Francisco State University, 2005. / Includes bibliographical references (leaves 98-102).

Thesis (Ed. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2007) Includes bibliographical references.

Thesis (M.A.)--Bowling Green State University, 2007. / Document formatted into pages; contains vii, 101 p. : col. ill. Includes bibliographical references.

This thesis investigates the negotiated interpretations of “self” amongst 2nd generation Dutch-Moroccan and Dutch-Turkish individuals. It thus enhances our understanding of a national identity that is both cohesive as well as susceptible to the multicultural dimensions the modern nation-state inhabits. As part of a theoretical evaluation of multiculturalism, the focus is on the relationship between nationalism and multiculturalism, and between acknowledging the civic and ethnic dimensions that embody and unite the national “self”. The thesis unpicks how and in which ways these elements influence the accommodation, the respect and inclusion of the ethno-culturally diverse “other”. Multiculturalism theory tends to overlook this important symbiosis which might explain the current, widespread public and political stance that no longer regards multiculturalism as a viable, sustainable approach to diversity. The Netherlands is an interesting case study not least because it was portrayed as the multicultural example and yet illuminates a gradual, yet devastating and definite abandonment of multiculturalism. This was symbolized by the assassination of film maker and Islam critic Theo van Gogh whose murderer, a young, educated, Dutch-Moroccan man, claimed to have killed in the name of Islam. The main analysis involves data from thirteen interviewees conducted with seven Dutch- Moroccans and six Dutch-Turks. Such 2nd generation migrants have seen their “Dutchness” contested and/or questioned despite the fact that their upbringing, education and daily life has largely occurred in the Netherlands. Other forms of data collection include a small scale online survey, a pilot participant observation session, and conducted interviews with experts of relevant organisations. This hybrid mélange of data illuminates methodological issues of researching a target group that is highly “researched”. The thesis commences with a contextual chapter that illuminates changing (inter)national public and political discourse on integration and offers a critical overview of Dutch immigration and integration policies (chapter 4). The Dutch approach of “pillarized multiculturalism” illuminates a key flaw in the practical implementation of multiculturalism where the focus on bonding rather than bridging accentuated a rigidified, “pillarized” segmentation of cultural difference according to social categories rather than individual integrity. As a consequence of these policies, an embedded notion of categorical “differentness” is sustained, and is reflected in Dutch-Moroccan and Dutch-Turkish individuals’ identification processes of “self”. In this regard, the role of culture is highlighted in two distinct ways that acts a) as a tool that serves Dutch-Moroccans and Dutch-Turks to negotiate an individualistic, civic, inclusive “Dutchness” as part of their religious and ethno-cultural affiliations and b) as an essentialist force that embodies a “culturalist” Dutch identity that is ethno-ancestrally exclusive (Chapter 5, 6 and 7). The thesis thus demonstrates the civic-ethnic dialectic inherent in national identity. This dialectic, comprising dilemmas of exclusion and inclusion and boundaries between majority and minority cultures, can shape a better understanding of a national membership that induces both national cohesion as well as accommodates multicultural diversity.

Throughout its history as a nation, Canada has had a culturally diverse population. For much of this time education has been one of the principal means through which the state and society have addressed the concerns associated with cultural diversity. From the early 1900s onward local and provincial educational authorities have developed and implemented a variety of policies and programs designed to address these concerns. In the 1940s, as the federal government started to develop its first policy and programs to address cultural diversity, it also found itself involved in the field of cultural diversity and education. This study examines how the federal government became interested in cultural diversity and education and how it continued to work in this field despite the fact that education is an area of provincial jurisdiction. In 1940 federal authorities began to lay the groundwork for a cultural diversity policy designed to foster support for the Canadian war effort among members of non-British, non-French ethnic groups. Education was initially to have been one of the strategies through which federal authorities implemented their cultural diversity policy but cultural diversity and education became an area of federal policy separate from yet related to the cultural diversity policy. Throughout most of its history, the two main objectives of the cultural diversity and education policy were education of immigrants for assimilation and education to promote effective intergroup relations. By the late 1960s tentative steps were being taken in the direction of education for cultural retention. Over the period from 1940 to 1971 a policy community of individuals and agencies with interests in cultural diversity and education evolved. Members of this community influenced the development of the federal policy by working on specific initiatives with the federal agency responsible for cultural diversity and education. Each of those initiatives became a site for negotiation on the direction of the policy. Thus the policy developed in an unplanned and ad hoc manner and grew to incorporate contradictory objectives. In addition, some of the work in cultural diversity and education also undermined the goals of the federal cultural diversity policy. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Third culture kids are children raised in globally mobile families who have left their culture of origin to reside in a host culture. As this relocation occurs during childhood, the child combines the values, traditions, and norms of both cultures thereby creating a third culture, a unique culture created by the parent’s integration of the home culture, the host culture, and the domains of the organizational culture. Emotional Stability was found to mediate the relationship between family of origin Expression and Composite distress. Though this was the only hypothesized model that was supported, other interesting findings include that when participants were categorized by industry, statistically significant differences were found between Military, Missions, and the Other group on all of the scales. These differences are likely due to a cohort effect, given that the military family mean age was as much as twenty years higher than the other groups.